Answer:
1,166
Step-by-step explanation:
600-75= 525
525 divided by 0.45 is 1166.66667 repeating so it would be 1166 since you cant have a fraction of a carton of milk bought.
In right triangle ABC, altitude CD with lengthhis drawn to its hypotenuse. We also knowAD = 12 and DB= 3. What is the value of h?
SOLUTION
Using the properties of similarity of two triangles
For triangle BCA, let B be the given angle, the opposite is |AC|, Hypotenues is |AB| and Adjacent is |BC|
For triangle BCD, B is the given angle, The opposite is |CD|=h, the hypotenuse is |CB| and Adjacent is |BD|
Comparing the ratios of the side, we have
\(undefined\)A total of 27 students are in your class. There are nine more males than females.
How many females are in your class?
5 lb 8 oz to ounces need to know asap
Answer:
what do you need to know
Step-by-step explanation:
Answer:
88
Step-by-step explanation:
16+16=32
16+16=32
32+32=64
64+16=80
80+8=88
which property can you use to show that 6x-9y+4+11 is equivalent to 3(x+3y+5)?
Answer:
The distributive property
Answer:
distributive property
A model village is built to scale. It has a scale of 1 : 23. A road has a real-life length of 1.61 km. What is the length of the road in the model village in m?
Answer:
We need to find how much more or less the ratio becomes
1.61 / 23 = 0.07
we multiply 0.07 with 1 to make the ratio even and get your answer
1 x 0.07 = 0.07 on the map
Hope this helps
Step-by-step explanation:
Please help me on question 4 and 5 I am really stuck thank you I would really appreciate it
Answer:
1. 5/4
2. 7
Step-by-step explanation:
1) Lets call the width as w
Therefore length would be:
w+4
To find the perimeter you use the formula:
2 (l+w)
Now substitute our values into this formula:
2 (w+4+w)
2( 2w+4)
4w+8
Now make this equal to 13:
4w +8 = 13
4w = 5
w = 5/4
2. In this question we will call length l
Therefore width would be:
l-5
Now we will do the steps we did above:
2 (l+l-5)
2 (2l-5)
4l -10
4l - 10 = 18
4l = 28
l = 7
X⁴+Y⁴= 641
X+Y= 7
Find the value of X and Y
rewrite without an exponent
Answer:
\(\frac{1}{3^{4} } \\\\\frac{1}{81}\)
Step-by-step explanation:
Answer: -81, the product would just be 3∧4 but negative
What is the distance between the points (-2,1) and (5,-4)
Considering the definition of distance between two points, the distance between the points (-2,1) and (5,-4) is √74= 8.6023.
Distance between two pointsThe distance between two points is equal to the length of the segment that joins them. Therefore, to determine the distance between two different points, you must calculate the squares of the differences between their coordinates and then find the root of the sum of said squares.
In other words, the distance between two points in space is the magnitude of the vector formed by said points.
So, given the coordinates of two distinct points (x1, y1) and (x2, y2), the distance between two points is the square root of the sum of the squares of the difference of the coordinates of the points:
distance= \(\sqrt{(x2-x1)^{2} +(y2-y1)^{2} }\)
Distance between the points (-2,1) and (5,-4)In this case, you know:
(x1, y1): (-2,1)(x2, y2): (5,-4)Replacing in the definition of distance:
distance= \(\sqrt{(5-(-2))^{2} +(-4-1)^{2} }\)
distance= \(\sqrt{(5+2)^{2} +(-5)^{2} }\)
distance= \(\sqrt{7^{2} +(-5)^{2} }\)
distance= \(\sqrt{49+25 }\)
distance= √74= 8.6023
Finally, the distance between the points (-2,1) and (5,-4) is √74= 8.6023.
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Simplify. 12/28. Please help due tomorrow!
Answer: 3/7
Step-by-step explanation:
Answer:
the answer is 3/7
Please explain your answer to the question in the picture with steps
Answer:
x = 31.2
Step-by-step explanation:
You want the solution to the proportion 12/x = 5/13.
Rational equationYou can eliminate the fractions by multiplying this equation by the least common denominator. That value is 13x, the product of these denominators. Multiplying by 13x, we have ...
\(\dfrac{12}{x}\times13x=\dfrac{5}{13}\times13x\\\\\\12\cdot13=5\cdot x\qquad\text{simplified}\)
Now, the value of x is found by dividing both sides by its coefficient.
\(\dfrac{12\cdot13}{5}=\dfrac{5x}{5}\\\\\\\dfrac{156}{5}=x\\\\\boxed{31.2=x}\)
__
Additional comment
The first step we did, multiplying by 13x, is also sometimes called "cross multiplication." The result of that step is that each numerator is multiplied by the opposite denominator.
Multiplying both sides of the equation by the same value (13x) is supported by the multiplication property of equality. The term "cross multiplication" is descriptive of the result, but is not a recognized property of equality. It is a good idea to keep the math operations you do grounded in the properties of equality.
You will notice that the steps we did were "multiply by 13x" and "divide by 5". These can be done at once by "multiply by 13x/5". Of course, that operation is done to both sides of the equation.
Any proportion can be written 4 ways:
\(\dfrac{12}{x}=\dfrac{5}{13}\qquad\dfrac{x}{12}=\dfrac{13}{5}\qquad\dfrac{x}{13}=\dfrac{12}{5}\qquad\dfrac{13}{x}=\dfrac{5}{12}\)
These can be thought of as "upside down" and "sideways." We like the versions with the variable on top of a fraction, because the solution to that is simply multiplication by the variable's denominator.
<95141404393>
what is the property of 3x(5x7)=(3x5)7
The property you are referring to is called the associative property of multiplication. According to this property, when multiplying three numbers, the grouping of the numbers does not affect the result. In other words, you can change the grouping of the factors without changing the product.
In the equation you provided: 3x(5x7) = (3x5)7
The associative property allows us to group the factors in different ways without changing the result. So, whether we multiply 5 and 7 first, or multiply 3 and 5 first, the final product will be the same.
Here are the heights (in inches) of 12 students in a seminar. 71, 67, 62, 60, 70, 64, 68, 72, 58, 63, 60, 66 What is the percentage of these students who are shorter than 65 inches? 1% X 5
25% of the students in the seminar are shorter than 65 inches.
To find the percentage of students who are shorter than 65 inches, we first need to find the number of students whose height is less than 65 inches:
There are three students who are shorter than 65 inches: 62, 60, and 58.
Therefore, the percentage of students who are shorter than 65 inches is:
(3 students / 12 students) × 100% = 25%
Note that the value given for 1% × 5 does not appear to be relevant to this question, and is not necessary for the calculation of the percentage of students who are shorter than 65 inches.
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Is f = 2 a solution to the inequality below?
f<1
yes
no
HELP PLS IM FAILINGGG
Answer: no
Step-by-step explanation: 2 is not less than 1
Answer:
No because if you plug in f with 2 it is saying 2 is less than 1 which is not true so it would be
No
chemistry homework assignment
we have
sin(20)
using a calculator
sin(20)=0.34
the answer is 0.3460% of the books in a library are for adults, 5% are for young people and the rest are for children. If there are 280 books for children, how many books are there altogether?
Answer:
800 books
problem solving steps:
adults:60%
young people:5%
children=100%-60%-5%
=35%
35%=280 books
1%=280÷35
=8
100%=800
so,there are 800 books
Can I get some help on this math problem
Answer:
\(x=3\sqrt{5}\)
Step-by-step explanation:
Right Triangles
Right triangles have one of its interior angles with a measure of 90°.
In right triangles the Pythagora's Theorem is satisfied.
Being c the longest side (hypotenuse), a and b the shorter sides (the legs), then:
\(c^2=a^2+b^2\)
We have modified the image to include some known data. Both triangles are congruent since they share one side, have a right angle, and have the same base length.
This means the value of x can be calculated as the hypotenuse of the triangle 3-6-x:
\(x^2=3^2+6^2=9+36=45\)
\(x=\sqrt{45}=\sqrt{9*5}\)
\(\boxed{x=3\sqrt{5}}\)
Two rectangles of the same shape have areas of 676 and 3,457 square centimetres. If the shorter side of the larger rectangle is 41 centimetres, what are the dimensions of the smaller one?
The dimensions of the smaller rectangle are 13 centimeters by 52 centimeters.
Let's assume the dimensions of the smaller rectangle are length L and width W (in centimeters).
We know that the area of the smaller rectangle is 676 square centimeters:
L * W = 676 ----(1)
We also know that the larger rectangle has a shorter side of 41 centimeters. Let's say the corresponding longer side of the larger rectangle is H centimeters.
The area of the larger rectangle is 3457 square centimeters:
41 * H = 3457 ----(2)
Our current set of equations contains two unknowns. In order to get the smaller rectangle's dimensions, we can simultaneously solve these equations.
In order to find H, we can use equation (2):
H = 3457 / 41
H ≈ 84.22
Now we can substitute this value of H into equation (1):
L * W = 676
We need to find the dimensions (L and W) that multiply to give 676. We can start by looking for factors of 676.
Factors of 676: 1, 2, 4, 13, 26, 52, 169, 338, 676
By trial and error, we can see that the factors that give a close match to the dimensions of the larger rectangle (41 and 84.22) are 13 and 52:
L = 13
W = 52
Therefore, the smaller rectangle has measurements of 13 by 52 centimetres.
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Help please i need ASAP
Answer:
H
Step-by-step explanation:
35,000 *2.50=87,500
Equation of Line y =
-32-4
ime
Answer:
m= -3/5
b= -4
|| m= -3/5
T m = 5/3
|| line = y= -3/5x -2
T line = y=5/3x +2
Step-by-step explanation:
math
A bag contains 8 green and 4 red identical balls.Two balls are selected at random one often the other without replacement.what is the probability that both are red? if the first ball is found to be green, what is the probability that the second ball is red.
Answer:
4 is the probability that both balls are red, but if the first ball is green then the probability will be 3.
Step-by-step explanation:
A car has a maximum speed of 355.7 feet/second. Convert this speed to miles/hour.
Answer:
242.5226626 mphStep-by-step explanation:
1 ft/s = 0.681818 mph
355.7 * 0.681818 = 242.5226626
355.7 ft/s = 242.5226626 mph
slope of line (-3,-2) and (-1,-5)
Answer:
−3/2
Step-by-step explanation:
Hope this helps
:D
Please look at the photo! Thank you.
The output value of (g/f)(x) is 9x/(7x + 28).
The domain of g/f is (-∞, -4) U (-4, ∞)..
How to determine the corresponding composite function?In this exercise, we would determine the corresponding composite function of f(x) and g(x) under the given mathematical operations in simplified form as follows;
(g/f)(x) = (9/(x + 4)) ÷ 7/x
By rearranging the mathematical expression using the multiplication operation, we have the following:
(g/f)(x) = (9/(x + 4)) × x/7
(g/f)(x) = 9x/(7x + 28)
For the restrictions on the domain, we would have to equate the denominator of the rational function to zero and then evaluate as follows;
7x + 28 ≠ 0
7x ≠ -28
x ≠ -4
Domain = (-∞, -4) U (-4, ∞).
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Simplify i) ( x-y )( x−y )( x−y )
The simplified expression for ( x - y ) ( x - y ) ( x - y ) is x³ - x²y - xy² + y³.
To simplify ( x - y ) ( x - y ) ( x - y ), we can expand the expression using the distributive property of multiplication. We can also simplify the expression by combining like terms.
In using the distributive property of multiplication, we multiply each term in the first set of parentheses by each term in the second set of parentheses. This gives us:( x - y ) ( x - y ) ( x - y ) = ( x(x - y) - y(x - y) ) ( x - y )= ( x² - xy - xy + y² ) ( x - y )= ( x² - 2xy + y² ) ( x - y )
Now we can further simplify the expression by combining like terms. We can use the difference of squares formula to simplify the second set of parentheses.( x² - 2xy + y² ) ( x - y ) = ( x - y ) ( x - y )²= ( x - y ) ( x² - 2xy + y² )= x³ - x²y - 2xy² + xy² - xy² + y³= x³ - x²y - xy² + y³
Therefore, the simplified expression is x³ - x²y - xy² + y³.
Summary: To simplify ( x - y ) ( x - y ) ( x - y ), we expand the expression using the distributive property of multiplication. We simplify the expression by combining like terms. We use the difference of squares formula to simplify the second set of parentheses. Finally, we simplify the expression further by combining like terms. The simplified expression is x³ - x²y - xy² + y³.
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NO LINKS!! URGENT HELP PLEASE!!!
Determine if the sequence is arithmetic. If it is, find the common difference, the 52nd term, and the explicit formula.
34. -11, -7, -3, 1, . . .
Given the explicit formula for an arithmetic sequence find the common difference and the 52nd term.
35. a_n = -30 - 4n
Answer:
#34. aₙ = 4n - 15; a₅₂ = 193#35. a₅₂ = -238; d = - 4-----------------
Question 34Find the differences in the sequence -11, -7, -3, 1, ...
1 - (-3) = 4,-3 - (-7) = 4,-7 - (-11) = 4The difference is common, so the sequence is an AP.
The nth term is:
\(a_n=a_1+(n-1)d\)\(a_n=-11+(n-1)*4=-11+4n-4=4n-15\)Find the 52nd term:
\(a_{52}=4*52-15=208-15=193\)Question 35Find the 52nd term using the given formula:
\(a_{52}=-30-4*52=-30-208=-238\)Find the previous term:
\(a_{51}=-30-4*51=-30-204=-234\)Find the common difference:
\(d=a_{52}-a_{51}=-238-(-234)=-4\)Answer:
\(\begin{aligned}\textsf{34)} \quad d&=4\\a_n&=4n-15\\a_{52}&=193\end{aligned}\)
\(\begin{aligned}\textsf{35)} \quad d&=-4\\a_{52}&=-238\end{aligned}\)
Step-by-step explanation:
Question 34An arithmetic sequence is a sequence of numbers in which the difference between consecutive terms is constant.
Given sequence:
-11, -7, -3, 1, ...To determine if the given sequence is arithmetic, calculate the differences between consecutive terms.
\(a_4-a_3=1-(-3)=4\)
\(a_3-a_2=-3-(-7)=4\)
\(a_2-a_1=-7-(-11)=4\)
As the differences are constant, the sequence is arithmetic, with common difference, d = 4.
The explicit formula for an arithmetic sequence is:
\(\boxed{a_n=a+(n-1)d}\)
where:
a is the first term of the sequence.n is the position of the termd is the common difference between consecutive terms.To find the explicit formula for the given sequence, substitute a = -11 and d = 4 into the formula:
\(\begin{aligned}a_n&=-11+(n-1)4\\&=-11+4n-4\\&=4n-15\end{aligned}\)
To find the 52nd term, simply substitute n = 52 into the formula:
\(\begin{aligned}a_{52}&=4(52)-15\\&=208-15\\&=193\end{aligned}\)
Therefore, the 52nd term is a₅₂ = 193.
\(\hrulefill\)
Question 35Given explicit formula for an arithmetic sequence:
\(a_n=-30-4n\)
To find the common difference, we need to compare it with the explicit formula for the nth term:
\(\begin{aligned}a_n&=a+(n-1)d\\&=a+dn-d\\&=a-d+dn\end{aligned}\)
The coefficient of the n-term is -4, therefore, the common difference is d = -4.
To find the 52nd term, simply substitute n = 52 into the formula:
\(\begin{aligned}a_{52}&=-30-4(52)\\&=-30-208\\&=-238\end{aligned}\)
Therefore, the 52nd term is a₅₂ = -238.
Evaluate the integral:
(31-x)/(x^2+x-20)dx from 0 to 1
Plz show all work
Split up the integrand into partial fractions:
(31 - x)/(x² + x - 20) = (31 - x)/((x + 5)(x - 4))
= a/(x + 5) + b/(x - 4)
= (a (x - 4) + b (x + 5))/((x + 5)(x - 4))
= (5b - 4a + (a + b) x)/((x + 5)(x - 4))
Then a + b = -1 and 5b - 4a = 31. Solving for a and b yields a = -4 and b = 3, so
(31 - x)/(x² + x - 20) = -4/(x + 5) + 3/(x - 4)
Now integrating is trivial; the antiderivative is
-4 ln|x + 5| + 3 ln|x - 4| + C
and by the fundamental theorem of calculus, we end up with
\(\displaystyle \int_0^1 \frac{31-x}{x^2+x-20} \, dx = (-4\ln|1+5|+3\ln|1-4|) - (-4\ln|0+5|+3\ln|0-4|) \\\\ = -4\ln(6) + 3\ln(3) + 4\ln(5) - 3\ln(4) \\\\ = \ln\left(\frac{3^3\cdot5^4}{4^3\cdot6^4}\right) \\\\ = \ln\left(\frac{625}{3072}\right) \approx -1.592\)
I loaf of sandwich bread contains 24 slices which of these table correctly shows the ratios of different numbers of loaves of bread to the numbers of total slices they contain
Given the functions f(x) = 4x and g(x) = 2", which of the
following statements is true?
Submit Answer
O f(15) = g(15)
O f(15) > g(15)
O f(15) < g(15)
hey farquuad
answer is a i think
or c
Chuck made $13.90 per hour, gets a 12% raise, and works 40 hours per week. Will he now earn at least $600 per week?
A: No, he will earn $556 each week.
B: No, he will only earn $66.72.
C: No, he will earn $489.28 each week.
D: Yes, he will earn $622.72 each week.
I might be wrong but I'm gonna go with
D is my answer